Student Counseling and Personnel Services Commons^™

Temperament In Early Childhood And Peer Interactions In Third Grade: The Role Of Teacher–Child Relationships In Early Elementary Grades, Kathleen Moritz Rudasill, Kate Niehaus, Eric S. Buhs, Jamie M. White

Department of Educational Psychology: Faculty Publications

Children’s interactions with peers in early childhood have been consistently linked to their academic and social outcomes. Although both child and classroom characteristics have been implicated as contributors to children’s success, there has been scant research linking child temperament, teacher–child relationship quality, and peer interactions in the same study. The purpose of this study is to examine children’s early temperament, rated at preschool age, as a predictor of interactions with peers (i.e., aggression, relational aggression, victimization, and prosociality) in third grade while considering teacher–child relationship quality in kindergarten through second grades as a moderator and mediator of this association. The …

From The Inside Looking Out: Andragogically Buidling A Doctor Of Andragogy Program, John A. Henschke Edd, Susan K. Isenberg Phd, Kathy Petroff

IACE Hall of Fame Repository

Developing and Implementing a Doctor of Andragogy Program andragogically provides an opportunity to 'think outside the box.' It requires congruency between talking and action, and active involvement of the learners. With many successes in the first two years, a concern emerged over the lack of interest and attendance in the initiative. Using andragogy to investigate the concern, opportunities emerged for improvement.

Building Blocks For The Adult Learning Experience, John A. Henschke Edd

IACE Hall of Fame Repository

The author is seeking to improve the process of building and conducting active adult learning experiences by considering and implementing the various elements that need to be included. After reflecting on his 22 years of experience in the adult education field and immersing himself in the literature of adult education, he concluded that there were five major elements (which he called building blocks) for conducting and engaging participants in an Adult Learning Experience, which are: beliefs and notions about adult learners; perceptions concerning qualities of effective teachers; phases and sequences of the learning process; teaching tips and learning techniques; and, …

From History To Practice: How Trust, Empathy, Reciprocity And Sensitivity In Relationships Create The Foundation Of Learning, John A. Henschke Edd

IACE Hall of Fame Repository

Focus of this study is on the extent of trust, empathy, and reciprocity in relationships combine to create a solid foundation of adult learning. Sensitivity may enhance learning, but insensitivity may destroy it.

The Four Forces Behind Knowles' Andragogy, John A. Henschke Edd

IACE Hall of Fame Repository

The career of "the father of adult education" in the U.S., Malcolm S. Knowles, was a phenomenon in itself. Although Knowles is the most referenced adult educator of his time (Sopher, 2003a), he has, at times, also been the most misunderstood adult educator in the U.S. Knowles' (1989b) autobiography provided some in sights into his writing styles, his highly successful career, and his theory of adult education -- the introduction of "andragogy" in the U.S. -- nor did it provide context for a deeper understanding of the times, what influenced his thinking and his contribution major forces that influenced Knowles, …

A Case Study Mapping Literacy Learning Opportunities And Identity Construction Among African Immigrant Youth In A Canadian Secondary School, Wambui J. Gichuru

Electronic Thesis and Dissertation Repository

Studies with immigrant and refugee youth highlight challenges, school failure and early push-out rates (Anisef, 2008; James, 2012; Roessingh, 2010). There is limited research about how immigrant students especially from continental Africa negotiate their identity at school for positive outcomes. The goal of this qualitative case study was to explore literacy learning opportunities afforded by the school for African youth who were learning to become literate in English as an additional language in a Canadian secondary school and the implications for the students’ communicative and identity options.

The study utilized ethnographic tools, i.e., interview, classroom observation, mapping literacy activities and …

The Final Destination, Graduation: Increasing Retention Rates Of African American Males Through Student-Faculty Interaction During Study Abroad, Leota Evett Wilson

Black Issues Conference

Summary: As many predominately White institutions continue to emphasize the importance of diversity and multiculturalism, the recruitment of African American students has increased. However, many institutions struggle with retaining this particular student population to graduation, suggesting that they may require a different type of support to achieve degree completion.

Extensive research shows that African American students who participate in leadership or educational enrichment experiences and establish faculty relationships are likely to demonstrate a greater satisfaction with their college experience.

Study abroad offers a unique experiential learning environment that allows students to reinforce classroom knowledge, validate their career field, experience broader …

Impact Of Remedial Reading Interventions On A Secondary Student With Emotional Behavior Disorder: A Case Study, Lucinda Cooper

Doctoral Dissertations and Projects

Students who struggle with emotional behavior disorders (EBD) often enter high school with reading levels far below those of their peers. At the secondary level, these at-risk students must regularly read and write proficiently in order to demonstrate their literacy achievement and potential for success either in college or on the job. As a result, many EBD students choose to drop out of school instead of daily feeling that they do not measure up. This instrumental qualitative case study examined the impact of the five essential components of reading instruction, teacher modeling, repeated readings, and progress monitoring on the disruptive …

Perceptions Of Political, Academic, And Corporate Leaders: Higher Education Accountability In Georgia, Leslie Gene Fout

Doctoral Dissertations

The purpose of this study was to examine Georgia political, academic, and corporate leaders’ perceptions of higher education accountability. A case study design was used to gain in-depth information. Data were collected through semi-structured interviews with 23 participants.

The findings of the study included the following:

1. Nearly every participant believed the mission and purpose higher education involved providing students with the skills and abilities needed to obtain gainful employment, and thereby make a positive impact on the economic development of the state of Georgia.
2. Approximately half of the participants believed higher education should cultivate an engaged citizenry.
3. No consensus was …

Effects Of Using A Neuroeducational Intervention To Enhance Perseverance For Online Edd And Eds Students, Charles Cadle

Doctoral Dissertations and Projects

Developing and maintaining a "completion mindset" is a necessary mental condition for online educational doctorate (EdD) and educational specialist (EdS) students to obtain their advanced degrees. The purpose of this research study was to examine the effect of a neuroeducational intervention on a volunteer convenience sample of EdD and EdS students enrolled in online research and analysis courses at a private central Virginia university to determine if the intervention would have a positive effect on the level of perseverance through the stages of practical inquiry when compared to a control group. The independent variable was a web-based instructional method consisting …

A Critical Review Of Reflectivity, Andragogy, And Confucianism, John A. Henschke Edd

IACE Hall of Fame Repository

The link between Confucian humanism, Mezirow' theory of reflectivity, and the convergence of a worldwide concept of andragogy (the art and science of helping adults learn) articulated by Savicevle, Knowles, Mezirow's theory has increasingly developed to integrate inner reflection expressed through transformed perspectives and decision and action, and andragogy has focused on facilitation of collaborative interaction and self-direction in learning involving the whole person. To appreciate the basis of these three schools of theory, this chapter presents a discussion of these originating theorists. As an introductory thought, the following quotations illustrate how Confucius' thought has long been valued and aspired …

Super Andragogy, John A. Henschke Edd

IACE Hall of Fame Repository

This presentation looks at the History, Philosophy and Major Themes of Andragogy that have emerged in the author’s research and practice. It explores those aspects of andragogy within the context of the theme of this Conference – Lifelong Learning for All in 2013 – and indicates how the expanding scope of this investigation offers a frame for carrying forward an inspirational concept to the great benefit of lifelong learning constituencies around the globe.

A 2013 Update Of Research In Andragogy Has Revealed Some New Dimensions And Another Era As We Looked Toward Andragogy's Future, John A. Henschke Edd

IACE Hall of Fame Repository

This paper on the History and Philosophy of Andragogy is mainly limited [with a few exceptions] to a chronological history and the accompanying philosophy of andragogy, in line with when the English language documents were published and personal descriptions of events were written down. Some of these documents, however, present aspects of the events and ideas which recount the years and contexts in which they appeared in published form. This will not be an exact history of the events and philosophy as they appear in chronological order. But, this will be presented in the general sequence of the years that …

2nd Global Report On Adult Learning And Education:Rethinking Literacy, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

Drawing on data gathered from 141 countries, the second Global Report on Adult

Learning and Education reviews progress in implementing the Belém Framework for Action, the set of recommendations made by governments at the Sixth

International Conference on Adult Education (CONFINTEA VI) in Belém in December

2009. The report adopts a global perspective, describing the commonalities and differences of Member States as they work to improve their adult education

sectors.

This second Global Report has as its special theme ‘Rethinking Literacy’. UNESCO

hopes that this will help to position literacy as the foundation for lifelong learning. The report …

Are Young Professionals Engaging In Self-Planned Learning Projects? Twenty-First Century Implications For Self-Directed Learning Among Post-Four-Year Undergraduate Students, Dr. Roger Hiemstra, Meredith Charles

IACE Hall of Fame Repository

The combination of 21st century technological advancements and globalization has dramatically increased the rate at which information is available to the individual adult learner. Furthermore, the “knowledge society” in which we currently live demands that adults participate in lifelong learning in order to survive professionally, personally, and socially. Recent research has identified self-directed learning as a feasible vehicle for navigating 21st century complexities; however, there is limited data on the specific population that includes the post-four-year undergraduate student. The purpose of this study is to determine if young professionals are taking a self-directed approach towards identifying their learning needs, planning …

Andragogy Around The World In K-20 Education: It Is All About Trust, John A. Henschke Edd

IACE Hall of Fame Repository

The author's research in andragogy started in the late 1960s. More serious in-depth attempts were launched in 1997, just after Malcolm S. Knowles died - the author wanted to honor his legacy since he and his work in andragogy were influential in the author's life. The author's research yielded an instrument with the strongest factor being 'teacher trust of learners' - a belief that applies all the way through k-20 Education. This is found to be so in doctoral dissertations, overarching trust behaviors, and threaded through the literature surrounding trust. Trust is found to be congruent between the author's scholarship …